Strong Willed Women: A Qualitative Analysis of First-Year, Female College Students in Integrated Learning-Living Communities
Jordyn M Baker
Living-Learning Communities are a nexus for the student experience. They bring classroom learning to the residence halls and build community through out-of-class social interactions. Jessup-Anger, Johnson, and Wawryznksi (2012) found that living-learning communities allowed men to actively engage in healthy gender identity development and find friends with similar interests, outside of binge-alcohol use. The University of Dayton believes deeply in the Marianist value of community and the integrated learning-living communities (ILLC) are no exception. Unique residential experiences are key components of the student experience and it is important to understand how these opportunities influence students’ curricular and co-curricular experiences. Through ten interviews, this phenomenological study sought to understand how integrated learning-living communities at the University of Dayton influenced the social, personal, and educational experiences of female, first-year students. Female students spoke positively about their ILLC experiences, stating that they provide friendships and comfort for classroom experiences as well as academic support in the form of study groups and motivation.
Course Project - Graduate
Savio D Franco
Primary Advisor's Department
Counselor Education and Human Services
Stander Symposium poster
"Strong Willed Women: A Qualitative Analysis of First-Year, Female College Students in Integrated Learning-Living Communities" (2017). Stander Symposium Posters. 1065.